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言語行為理論框架下的英語課堂教師話語分析

時間:2019-06-10 22:01來源:英語論文
An Analysis of Teacher Talk in English Class Under the Framework of the Speech Act Theory,英語論文言語行為理論框架下的英語課堂教師話語分析

摘 要教師話語是指教師在課堂上組織和教學時使用的語言,是教師言語行為的重要組成部分,它既是目的語的重要來源,又是管理課堂的手段。言語行為理論是語用學中的第一大理論,本文在言語行為理論的基礎上,運用案例分析的方法對英語課堂教師話語中的寒暄語、指令、講授與呈現、提問、反饋進行分析,進而提高課堂教學效率。同時,也加強了學生對專業知識的深刻認識,培養了學生觀察與分析問題的能力。 36170
畢業論文關鍵詞: 言語行為理論;教師話語;英語課堂
Abstract Teacher talk refers to the language organization and usage in the teaching process, is an important part of teacher’s behavior, which is not only the origin of the target language, but also the means of managing the classroom in teaching process. Speech act theory is the first major theory in pragmatic, the purpose of this paper is to use speech act theory to analyze teacher talk in English classroom with case analysis method, which includes phatic and greetings, directives, teaching and presention, answers and questions, feedback and valuation, to improve the class efficiency. In the meantime, which also strengthens students’ understanding of professional knowledge, cultivates students’ ability to observe and analyze problems.
Key words: speech act theory; teacher talk; English class
An Analysis of Teacher Talk in English Class Under the Framework of the Speech Act Theory
Contents
摘 要    i
Abstract    ii
I. Introduction    1
II. The Teacher Talk and Speech Act Theory    2
2.1 The Significance of Teacher Talk    2 源`自*六)維[論*文'網www.mmeqir.tw
2.2. Austin-Searle’s Speech Act Theory    4
III. An Analysis of Teacher Talk in English Class    6
3.1 Phatic and Greetings    6
3.2 Directives    7
3.3 Teaching and Presentation    8
3.4 Questions and Answers    9
3.5 Feedback and Valuation    10
IV. Proposals to Improve the Teacher Talk in English Class    11
V. Conclusion    13
Bibliography    15
Acknowledgements    16
I. Introduction
The teacher talk is important in foreign language class, which even can say that the quality and quantity of teacher talk even decide failure or success of foreign language class. In 1950s, scholars in western teaching field started to systematically study and observe the classroom teaching. Then foreign scholars have further study of teacher talk, and there sprung up lots of methods of describing and understanding the foreign language. Domestic scholars began to study teacher talk in foreign language class in recent years, such as, Yu Hong, Zheng Yan and so on. They all made great contribution to the development of teacher talk study. And with further study of teacher talk, the domestic language theory has turned to a development. Many scholars have studied teacher talk combing with pragmatic, discourse analysis and corpus linguistic, and achieved certain success. However, research combined with specific subject is still insufficient, and also stopped at the surface of cross-disciplines. Therefore, we can’t use the mature theory of these disciplines to deeply analyze teacher talk. At the same time, domestic linguistics’ research view about teacher talk should be extended.
Speech act theory is the major theory in pragmatic, which is originated with Austin, and then Searle puts forward it and perfects it. When a person speaks, he implements a speech act and completes the three behaviors, namely the locutionary act, illocutionary act and perlocutionary act. Locutionary act refers to the speak itself, illocutionary act refers to a behavior performed through a talk, and perlocutionary act means the consequences of a talk. In fact, the nature of the speech act theory is that human language has the function of communication, and human’s purpose of learning and using language is to serve our behavior better. 言語行為理論框架下的英語課堂教師話語分析:http://www.mmeqir.tw/yingyu/20190610/34514.html
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